Transitioning to Problem-Based Learning in Higher Education: Opportunities for Producing 21st- Century Pre-Service Teachers in Sub-Saharan Africa

Abstract

A descriptive survey research design was adopted for this study. The population of the study was pre-service teachers in degree-awarding institutions located in sub-Saharan African countries drawn using the multi-stage sampling technique, while the sample size was determined using the electronic sample size calculator with a sample size of 403 participants. Data were collected using a questionnaire titled ‘Transitioning to Problem-based Learning in Higher Education, which was face and content validated by educational measurement experts. Also, the reliability of the scale was subjected to the test of internal consistency using Cronbach’s Alpha coefficient and an overall coefficient of 0.815 was obtained. Data collected for this study were analysed using descriptive and inferential statistics. The findings of the study were affirmative for the transition to PBL, particularly for pre-service teachers in the social sciences and in West and Southern Africa. As such, the integration of PBL could effectively address contextual teaching needs while fostering a student-centered, inquiry-driven approach. Moreover, PBL encourages interdisciplinary engagement, enabling pre-service teachers to develop a holistic understanding of real-world issues. The study concluded that the shift towards PBL in sub-Saharan Africa’s higher education institutions holds immense promise for nurturing adaptable and competent 21st-century-ready pre-service teachers.